Junior C ycle 2018 Coimisiún na Scrúduithe Stáit State Examinations Commission Marking Scheme English Higher Level - Studyclix

 
Coimisiún na Scrúduithe Stáit
State Examinations Commission

      Junior Cycle 2018

      Marking Scheme

           English

        Higher Level
Note to teachers and students on the use of published marking schemes
Marking schemes published by the State Examinations Commission are not intended to be
standalone documents. They are an essential resource for examiners who receive training in
the correct interpretation and application of the scheme. This training involves, among other
things, marking samples of student work and discussing the marks awarded, so as to clarify
the correct application of the scheme. The work of examiners is subsequently monitored by
Advising Examiners to ensure consistent and accurate application of the marking scheme.
This process is overseen by the Chief Examiner, usually assisted by a Chief Advising
Examiner. The Chief Examiner is the final authority regarding whether or not the marking
scheme has been correctly applied to any piece of candidate work.

Marking schemes are working documents. While a draft marking scheme is prepared in
advance of the examination, the scheme is not finalised until examiners have applied it to
candidates’ work and the feedback from all examiners has been collated and considered in
light of the full range of responses of candidates, the overall level of difficulty of the
examination and the need to maintain consistency in standards from year to year. This
published document contains the finalised scheme, as it was applied to all candidates’ work.

In the case of marking schemes that include model solutions or answers, it should be noted
that these are not intended to be exhaustive. Variations and alternatives may also be
acceptable. Examiners must consider all answers on their merits, and will have consulted
with their Advising Examiners when in doubt.

Future Marking Schemes

Assumptions about future marking schemes on the basis of past schemes should be avoided.
While the underlying assessment principles remain the same, the details of the marking of a
particular type of question may change in the context of the contribution of that question to
the overall examination in a given year. The Chief Examiner in any given year has the
responsibility to determine how best to ensure the fair and accurate assessment of candidates’
work and to ensure consistency in the standard of the assessment from year to year.
Accordingly, aspects of the structure, detail and application of the marking scheme for a
particular examination are subject to change from one year to the next without notice.
General Indicators of Quality.

Material presented should be considered under the following criteria:

      Focus – To what extent has a candidate answered the question asked?
      Ideas – To what extent is higher-order thinking shown, complexity of ideas, originality
       of thought?
      Development – to what extent has a candidate explored ideas in depth including the use
       of supporting material?
      Coherence – to what extent has a candidate stayed on task and organised a response
       into a well-structured piece of writing, including the use of paragraphing, in a meaningful
       way?
      Expression – how clear and fluent is the candidate’s language? Is sentencing clear
       and coherent - are there grammatical errors?
      Register – to what extent is the candidate’s register / tone / level of formal –
       informal language used, appropriate to the task?
      Creativity – where appropriate to the task, to what extent has the candidate
       demonstrated an ability to think and write creatively?
      Spelling and written punctuation - How accurate is a candidate’s spelling and use of
       written punctuation?

Errors of spelling and written punctuation should not be penalised in excess of ten percent of
the marks assigned to any question awarded 10 marks or more. It may be possible for a
candidate to make a small number of spelling and / or punctuation errors and have no penalty
imposed. Examiners should consider the standard of vocabulary used by a candidate.
Assessment of spelling and written punctuation does not apply in the case of multiple choice
questions or in the case of candidates granted the spelling and written punctuation waiver. Use
the following table to guide your judgement.

                           Question Value      Penalty
                           40                  0 or 1 or 2 or 3 or 4
                           30                  0 or 1 or 2 or3
                           25                  0 or 1 or 2
                           20                  0 or 1 or 2
                           15                  0 or 1
                           10                  0 or 1

                                                1
Level of Answering   Features of Quality
High                 A candidate’s response will:
                         - Sustain focus on question / task being engaged with
                         - Present ideas that are original, insightful, highly reflective,
                            showing flair and creativity where appropriate
                         - Develop ideas in depth and use supporting material accurately
                            and fluently
                         - Be very effectively organised and structured in a meaningful
                            and clear way
                         - Use and sustain a register appropriate to the task throughout
                         - Be expressed in a highly effective and fluent manner
                            demonstrating skilful and ambitious language use
                         - Spell and use punctuation very accurately.
Middle               A candidate’s response will:
                         - focus on question / task with varying degrees of success -
                            some lapses – perhaps not fully sustained throughout
                         - Present thinking that is relevant to the task, demonstrating
                            some insight and reflection
                         - Bring some level of development to their ideas and use
                            relevant supporting material
                         - Demonstrate an awareness of structure / paragraphing –
                            perhaps not fully sustained throughout
                         - Use a register appropriate to the task, perhaps not fully
                            sustained throughout
                         - Be expressed in a generally clear and competent manner, with
                            some lapses
                         - Demonstrate a good standard of spelling and use of
                            punctuation – with occasional error.
Low                  A candidate’s response will:
                         - Struggle to address the question / task, perhaps showing a lack
                            of understanding – many lapses – may rely on summary
                         - Present ideas that are unclear, not relevant to the
                            task, demonstrating poor insight and reflection
                         - Offer little development of their ideas and use no or limited
                            supporting material
                         - Demonstrate little awareness of structure / paragraphing
                            giving the work a disorganised / incoherent quality
                         - Be poorly expressed showing a lack of clarity – frequent lapses
                         - Spell and use punctuation poorly – with significant error.

                                         2
Junior Cycle English Grading
                     Grades
           GRADE               RANGE (%)

Distinction                ≥90 to 100
Higher Merit               ≥75 and 89
Merit                      ≥55 and 74
Achieved                   ≥40 and 54
Partially Achieved         ≥20 and 39
(not graded)               ≥0 and 19

           Grade Reckoner
     Distinction                        ≥ 180 to 200
    Higher Merit                        ≥ 150 to 179
         Merit                          ≥ 110 to 149
      Achieved                           ≥ 80 to 109
  Partially Achieved                      ≥ 40 to 79
     Not Graded                           ≥ 0 to 39

              Mark Reckoner
 Ex Marks       Higher     Middle        Low
    40          40 - 36    35 - 22      21 - 0
    30         30 - 27     26 - 17      16 - 0
    25         25 - 23     22 - 14      13 - 0
    20         20 - 18     17 - 11      10 - 0
    15         15 - 14     13 - 9       8-0
    10         10 - 9       8-5         4-0

                       3
The theme of this examination paper is
                                 Appearance and Reality

Instructions
There are three sections in this examination paper.

Section A        Reading and Writing with Competence                  55 marks       4 questions
Section B        Understanding Characters                             65 marks       3 questions
Section C        Responding Imaginatively                             60 marks       2 questions

Section D        The Assessment Task                                  20 marks       3 questions

The questions do not all carry equal marks. The number of marks for each question is stated at
the top of the question.

When answering on studied material, you must use texts in line with what is prescribed for 2018.

                                                4
Section A            Reading and Writing with Competence                         55 marks
Question 1                                                                               15 marks

Based on your reading of the texts on page three:
        Explain in your own words why the game Factitious was developed
        Give reasons why, in your view, the game is or is not useful to young people today.

Expect candidates to give a clear explanation as to why the game Factitious was developed. This
could include the background to the game’s development, the purpose of the game, how the
game is played etc. A candidate may develop his / her thinking in any of these areas. Candidates
should also analyse the extent to which, the game would be useful to young people today.
Candidates should address both parts of the question though not necessarily equally. Reward
clarity, coherence, development and quality of expression.
Mark by impression Ex 15                                                                15 marks
Indicative content:
        The context of the game in today’s world
        The background to the development of the game
        The purpose of the game
        How the game is played
        An evaluation of the usefulness of the game
        Etc.
  Quality of          Indicators:                                                              Mark
  Response                                                                                     Range
                                                                                               Ex 15
  High                       Gives a clear explanation of why the game was                    14 - 15
                              developed, suggests clear reasons as to why the game is
                              or is not useful to young people today
                             Develops ideas / thoughts
                             Uses the text to illustrate ideas
                             Clear and lively expression
                             Writing well organised
                             Spelling and written punctuation proficient
  Medium                     Some loss of focus / lack of clarity                             9 - 13
                             Limited development
                             Some use of supporting ideas
                             Some flaws in expression
                             Writing organised in some respects
                             Reasonably good spelling and written punctuation

                                                 5
Low                         Struggles to focus, may not appear to understand           0-8
                               the question
                              Ideas undeveloped
                              Ideas unsupported
                              Many flaws in expression
                              Writing disorganised
                              Many spelling and written punctuation errors.

Question 2                                                                            5 marks

The following words, in bold, appear in the passage printed on page three. In the case of each
word, indicate what that word means, as it is used in the passage, by placing a tick  in the
appropriate box. Tick one box only in each case.
(a)   Duped

      A.     Deceived 

      B.     Duplicated

      C.     Dedicated

(b)   Reputable

      A.     Famous

      B.     Trustworthy       

      B.     Popular

(c)   Preposterous

      A.     Pompous

      B.     Sensible

      C.     Ludicrous     

(d) Collaborative

      A.     A group working together      

      B.     Something believable

      B.     A boring conversation

                                                  6
(e) Discern

      A.     Reject

      B.     Talk about

      C.     Distinguish   

Question 3                                                                                    15 marks

Do you think that the writer of this article uses language effectively to convey her views to the
reader? Explain your answer with reference to the article.

Expect candidates to base responses on the written article. Candidates may outline the writer’s
views implicitly or explicitly. Expect candidates to focus on the writer’s use of language and to
analyse the effectiveness and the impact of the writer’s language choices. Candidates may or may
not think that the writer’s use of language is effective. If positing that it is not effective, clear
reasons must be given that still address language use. Reward candidates who demonstrate the
ability to analyse the way language techniques can elicit a response in a reader. Expect candidates
to highlight and explore examples from the passage. Reward good focus, clarity, development,
coherence and quality of expression.
Mark by impression Ex 15                                                                        15 marks

Indicative points:
     Opening with a children’s song hooks the reader
     Use of anecdote
     The song evokes a simple view of the world that she further explores effectively
     Effective use of triads for emphasis
     Effective use of emotive language – elicits sympathetic response
     Effective contrast between past and present
     She gives the elephants human traits
     Use of colloquial language – accessible
     Uses alliteration - fluency
     Effective use of emotive imagery
     Clever use of sentences of varying length
     Use of factual information / reference, to give weight to her view
     Shows, doesn’t tell – gets her point of view across subtly
     Not effective – boring, not enough detail
     Etc.

                                                   7
Quality of         Indicators:                                                                 Mark
  Response                                                                                       Range
                                                                                                 Ex 15
  High                       Analyses the effectiveness of the writer’s use of language by 14 - 15
                              exploring the impact of language choices made by the writer
                             Develops ideas / thoughts
                             Uses the text to illustrate ideas
                             Clear and lively expression
                             Writing well organised
                             Spelling and written punctuation proficient

  Medium                     Some loss of focus / lack of clarity – deviates from language      9 - 13
                              analysis
                             Limited development
                             Some use of supporting ideas
                             Some flaws in expression
                             Writing organised in some respects
  Low                       Reasonably
                              Struggles to good
                                           focus,spelling
                                                  may not and written
                                                            appear  to punctuation
                                                                       understand                0-8
                              the question
                             Ideas undeveloped
                             Ideas unsupported
                             Many flaws in expression
                             Writing disorganised
                             Many spelling and written punctuation errors.

Question 4                                                                                20 Marks
               It is now against the law for circuses in Ireland to use wild animals.
You are participating in a debate on the motion that: ‘The use of all animals in circuses should be
banned and zoos should be closed down.’ You must either agree or disagree with the motion.
State and develop any two points you would make to persuade an audience attending the
debate that your views are correct.

Expect candidates to make two arguments for or against the motion that: ‘The use of all animals in
circuses should be banned and zoos should be closed down.’ They are free to argue on either side
of the motion but they should sustain their argument on the side that they choose. Candidates
are free to focus on the motion in relation to zoos or circuses or both and are not expected to deal
with both areas equally. Reward clarity of ideas and development of argument. Reward
responses that show an awareness of language techniques that strengthen argument and are
persuasive. Reward responses that show an awareness of register and audience.

Mark by impression Ex 20                                                                      20 marks

                                                  8
Indicative points:
Agree
       Using any animal for our entertainment is fundamentally cruel
       Performing tricks is unnatural
       What conditions are animals kept in when circuses are on the road?
       A zoo is not a natural environment – even with the best conditions, it is still captivity
       Some conditions in zoos are still very poor
       People can now experience wild life in the virtual world
Disagree
       Zoos are part of a long-standing tradition
       The pleasure both give to children
       When will children ever get a chance to see wild animals in real life?
       Zoo’s conservation policies are critical in protecting threatened species
       The animals currently in zoos would never survive in the wild
       Etc.
   Quality of         Indicators:                                                                   Mark
   Response                                                                                         Range
                                                                                                    Ex 20
   High                      Clearly states and develops two arguments proposing or                18 - 20
                              opposing the motion
                             High quality ideas and observations
                             Develops ideas / thoughts
                             Uses illustration effectively
                             Clear and lively expression / register appropriate to the task
                             Writing well organised
                             Spelling and written punctuation proficient

   Medium                    Some loss of focus                                                    11 - 17
                             Limited development
                             Some use of supporting reference
                             Some flaws in expression - unconvincing
                             Writing organised in some respects
                             Reasonably good spelling and written punctuation
   Low                       Struggles to focus, may not appear to understand                      0 - 10
                              the task
                             Ideas undeveloped
                             Ideas unsupported
                             Many flaws in expression
                             Writing disorganised
                             Many spelling and written punctuation errors.

                                                   9
Section B                   Understanding Characters                              65 marks

Question 5                                                                                 40 marks

Choose a novel you have studied. To what extent has your understanding of people and human
behaviour been shaped by reading this novel? Explain your answer with reference to your
chosen text.

Title of novel: _________________________________________________________________

Author: _______________________________________

Expect candidates to nominate a novel from the texts prescribed for study in 2018. Expect
candidates to identify the author. Expect responses to address the issue of what they have
discovered from studying their chosen text, about human nature and how people behave. Expect
candidates to address, explicitly or implicitly, the extent to which studying this text has informed
their views. Candidates are free to offer their own interpretations or viewpoints but they are
expected to support their responses with reference to the texts. Reward clarity, focus, the
development of ideas, structuring, the use of supporting evidence and the overall coherence of
the writing. Candidates may explore many different points or fewer points in greater depth.
Mark by impression Ex 40                                                                 40 marks
Indicative material:

      Responses will vary depending on the texts chosen
      The texts may reveal positive human attributes
      The texts may reveal negative human attributes
      Response may focus on treatment of others
      Responses may focus on important moments or turning points
      Responses may reach definitive conclusions
      Responses may reach more nuanced conclusions
      Etc.

                                                 10
Quality of        Indicators:                                                                 Mark
   Response                                                                                      Range
                                                                                                 Ex 40
   High                     Candidate offers a clear, fluent and sustained response             36 - 40
                             to the task
                            High quality ideas and observations
                            Develops ideas / thoughts
                            Uses illustration effectively
                            Clear and lively expression / register appropriate to the task
                            Writing well organised
                            Spelling and written punctuation proficient
   Medium                   Some loss of focus                                                  22 - 35
                            Limited development
                            Some use of supporting reference
                            Some flaws in expression - unconvincing
                            Writing organised in some respects
                            Reasonably good spelling and written punctuation
   Low                      Struggles to focus, may not appear to understand                    0 - 21
                             the task / lapses into summary
                            Ideas undeveloped
                            Ideas unsupported
                            Many flaws in expression
                            Writing disorganised
                            Many spelling and written punctuation errors.

Question 6                                                                                    20 marks

Imagine that one of the following two pictures shows a character from a story that you are
writing. In your story the character is not all that he or she appears to be. Write a descriptive
passage that introduces your character to readers. Choose one picture only.

Expect candidates to write a descriptive passage using one of the pictures provided. Good
responses will demonstrate effective descriptive writing skills and an ability to create character.
Story / plot may or may not be addressed; attempts to turn the piece of writing into a complete
story could detract from the piece however elements of plot could be introduced effectively.
Good responses will give the reader a sense that character is being introduced into a story. A good
response will not be laboured, may be intriguing. Responses should address the idea that the
character is not all that he or she appears to be although it may not be explicit. Reward creativity,
good descriptive writing, fluency, structure and a sense of coherence.

Mark by impression Ex 20                                                                      20 marks

                                                 11
Elements of effective descriptive writing in the context of this task:
    Use of imagery
    Use of descriptive adjectives / adverbs
    Describing their body language and movement
    Creating a past for the character
    Physical appearance
    Creating a convincing inner voice – that may be contrary to outward appearance
    Creating mood / tension / intrigue
    Creating an appropriate setting
    Use of inner dialogue
    Writing may be nuanced
    Etc.

   Quality of      Indicators:                                                        Mark
   Response                                                                           Range
                                                                                      Ex 20
   High                   Candidate shows impressive descriptive writing skills in   18 - 20
                           creating character.
                          Original content / clever ideas
                          Clear and lively expression / fluency, variety
                          Writing well organised
                          Spelling and written punctuation proficient.

   Medium                 Some loss of focus on the task                             11 - 17
                          Some flaws in expression - unconvincing
                          Writing organised in some respects
                          Reasonably good spelling and written punctuation

   Low                    Struggles to focus, may not appear to understand           0 - 10
                           the task
                          Many flaws in expression
                          Writing disorganised
                          Many spelling and written punctuation errors.

                                               12
Question 7                                                                                     5 marks

In each of the following sentences, one of the homophones used is correct and one is incorrect.
In each case circle the one homophone that is correct. Homophones are words that sound the
same but have different meanings. The first example has been completed for you.
          (a)   Two / too rabbits appeared out of the magician’s hat.

          (b)   The pupils placed there / their coats on hooks and sat down quietly.

          (c)   I had to alter / altar my costume before the show.

          (d)   I was not allowed / aloud to swim in the old quarry.

          (e)   My brother was so proud, he finally passed his test and got his driver’s licence /
                license.

          (f)   I stood at the end of the pier / peer and watched the sunset.

 Section C                Responding Imaginatively to Texts                             60 marks

Question 8                                                                                      45 marks

(a)                               Conflict is at the centre of all drama.
          From a prescribed Shakespearean play you have studied, select two moments where there
          is conflict. Discuss how this conflict contributes to making these moments dramatic.
          Support your response with reference to your chosen moments.                         (30)

Title of Shakespearean play: ________________________________________________________
Expect candidates to nominate a Shakespearean play from the texts prescribed for study in 2018.
Expect candidates to explore the impact conflict makes in two moments in the prescribed play
they have studied. Allow for a liberal interpretation of ‘conflict’ in that it could refer to physical
action, a dispute between characters, an internal conflict for a character struggling with a
dilemma, or all of the above. Good responses will engage with the word ‘contributes’ and will
explore what the dimension of conflict does to enhance the dramatic qualities of the chosen play.
Candidates are expected to explore two key moments in responding though not necessarily
equally. Reward focused, well-developed, well-supported and well-organised answers. Reward
coherence and evidence that the candidate can sustain a focused response in a lengthier piece of
writing.
Mark by impression Ex 30                                                                       30 marks
Indicative points:

           Physical conflict created tension and drama
           Opening with violent conflict has immediacy
           Ending with conflict creates an ominous mood

                                                     13
   Conflict between heroes and villains adds intrigue
   Unexpected / unanticipated conflict adds to the drama
   Friendships degenerating into conflict creates poignancy
   Characters with inner conflicts to resolve contribute to the drama, adds interest
   The conflict between appearance and reality could be explored
   Conflict creates suspense / heightens the mood
   Moves the plot
   Reference to dialogue and conflict therein
   Etc.

Quality of       Indicators:                                                            Mark
Response                                                                                Range
                                                                                        Ex 30
High                    Candidate skilfully analyses the ways in which conflict        27 - 30
                         has a dramatic impact in two moments in their chosen
                         play
                        Candidate shows a good awareness of drama and
                         performance
                        Original content / clever ideas
                        Ideas well developed
                        Clear and lively expression / fluency, variety
                        Writing well organised
                        Spelling and written punctuation proficient
Medium                  Some loss of focus                                             17 - 26
                        Candidate shows some awareness of drama and
                         performance
                        Limited development
                        Some use of supporting reference
                        Some flaws in expression - unconvincing
                        Writing organised in some respects
                        Reasonably good spelling and written punctuation

Low                     Struggles to focus, may not appear to understand               0 - 16
                         the task / Drifts into summary
                        Candidate shows little or no awareness of drama and
                         performance
                        Ideas undeveloped
                        Ideas unsupported
                        Many flaws in expression
                        Writing disorganised
                        Many spelling and written punctuation errors

                                             14
(b)     Choose one of the moments of conflict that you discussed in part (a). In your view, was
        the conflict that you discussed, resolved satisfactorily in the play? Explain your answer.
        (15)

Expect candidates to discuss how the conflict discussed in one of their chosen moments is / is not
resolved. Candidates may argue that it is or is not satisfactorily resolved. A sad ending could be a
satisfactory resolution and vice versa. Reward focused, well-developed, well-supported and well-
organised answers.
Indicative points:

            One character triumphs over another
            Conflict results in tragedy
            Right triumphs over wrong
            Wrong triumphs over right
            The resolution is only partial
            Conflict may be resolved in the moment or at a later point
            Etc.

      Quality of         Indicators:                                                            Mark
      Response                                                                                  Range
                                                                                                Ex 15
      High                      Candidate skilfully analyses the ways in which the             14 - 15
                                 conflict in one of their chosen moments is resolved
                                Candidate appreciates the concept of resolution
                                Original content / clever ideas
                                Ideas well developed
                                Clear and lively expression / fluency, variety
                                Writing well organised
                                Spelling and written punctuation proficient.
      Medium                    Some loss of focus                                             9 - 13
                                Candidate only partially appreciates the concept of resolution
                                Limited development
                                Some use of supporting reference
                                Some flaws in expression - unconvincing
                                Writing organised in some respects
                                Reasonably good spelling and written punctuation

                                                     15
Low                     Struggles to focus, may not appear to understand              0-8
                            the task / Drifts into summary
                           No appreciation of resolution
                           Ideas undeveloped
                           Ideas unsupported
                           Many flaws in expression
                           Writing disorganised
                           Many spelling and written punctuation errors.

Question 9                                                                            15 marks

What aspects of the poem Seeing and Believing would make it suitable for dramatisation?
Explain your answer with reference to the poem.

Expect candidates to explore aspects of the poem that would make it suitable for dramatisation.
Candidates may bring in aspects they have learned from their drama studies. Candidates should
explain the thinking behind their points. Candidates should support their responses with
quotation from the poem. Reward well-focused, well-developed responses with good expression.

Mark by impression Ex 15                                                              15 marks
Indicative points:
     Very strong sense of setting – with the other school children’s voices
     Use of dialogue
     Characterisation – a villain and a hero
     Use of dramatic tension – when the teacher bullies the child and encourages the other
        children to get involved
     Unity of story – resolution
     Sense of good triumphing over ‘bad’
     Sense of individual overcoming adversity
     There is conflict
     There are strong visual aspects of the poem
     There is rich emotional content
     Etc.

                                               16
Quality of   Indicators:                                                Mark
Response                                                                Range
                                                                        Ex 15
High               Candidate analyses aspects of the poem that would   14 - 15
                    make it suitable for dramatisation
                   Original content / clever ideas
                   Ideas well developed
                   Uses supporting evidence effectively
                   Clear and lively expression / fluency, variety
                   Writing well organised
                   Spelling and written punctuation proficient
Medium             Some loss of focus                                  9 - 13
                   Limited development
                   Some use of supporting reference
                   Some flaws in expression - unconvincing
                   Writing organised in some respects
                   Reasonably good spelling and written punctuation

Low                Struggles to focus, may not appear to understand    0-8
                    the task / Drifts into summary
                   Ideas undeveloped
                   Ideas unsupported
                   Many flaws in expression
                   Writing disorganised
                   Many spelling and written punctuation errors.

                                        17
Section D                            The Assessment Task                         20 marks
Question 1                                                                                  2 marks
Give the titles of two texts, from your collection of texts, that you consider to be your best
writing and identify the genre of each text.
Award 1 mark per text named. Allow for a liberal interpretation of ‘genre’. Award 0 if no genre is
suggested.                                                                                (2 marks)

Question 2                                                                                  8 marks
Write a response to either (a) or (b).
(a) Explain how two features of the extract you have chosen are typical of its genre.
Expect candidates to identify two features from their transcribed extract and to explain how
these features are typical in the genre they have nominated for the text. Candidates might
not treat the two features equally. As above, allow for a liberal interpretation of genre.
Reward clear observations made by the candidate about their own writing.
Mark by impression Ex 8                                                                    (8 marks)
Or
(b) Identify a change you made in the course of writing this text that you think
      improved it and explain how it improved it.

Expect candidates to identify a specific change they made to their writing in their chosen text
and to explain why it improved the text. Candidates may refer to aspects of style or content
or both. Reward clear observations made by the candidate about their own writing.
Mark by impression Ex 8                                                                    (8 marks)

 Quality of Indicators:                                                               Mark Range
 Response                                                                             Ex 8
 High               Candidate adheres to the task and makes meaningful               7-8
                     observations about their own writing
                    Clear and lively expression
                    Writing well organised

 Medium             Candidate partially maintains a focus on the task                4-6
                    Some flaws in expression
                    Writing organised in some respects

 Low                Candidate shows little understanding of the task                 0-3
                    Many flaws in expression
                    Writing disorganised

                                               18
Section B
N.B. In responding to Section B Candidates may have used prompts from December 2017 or
from April 2018.
Question 3                                                                          10 marks
Choose two prompts from the prescribed list. Write a response to each of your chosen
prompts in the spaces provided. You are encouraged to refer to specific texts from your
collection.

Expect candidates to choose two prompts from either the December or the April lists and to
explain how each one applies to their own writing. Reward the level of engagement shown.
Candidates might not refer to texts by title. More successful responses will be evidently
grounded in texts and will make specific reference to text/s. Less accomplished responses may
be vague.

Mark by impression Ex 5 (x 2) using only the marks as outlined in Table 1.
                                            Table 1
           Very Good Attempt Reasonable Attempt Poor Attempt Attempt of
                                                                           No Merit
                    5                        4                   2             0

                                              19
Appendix 1
                     Reasonable Accommodation - Modified Scheme
A modified marking scheme is applied to the work submitted by candidates who have been
granted one or a combination of the following reasonable accommodations:
    The use of a tape recorder
    The use of a scribe
    The use of a laptop or PC with the spell-check facility enabled
    A waiver for spelling and written punctuation.

For Junior Cycle English this means that errors in spelling and written punctuation are not
penalised.

You should not consider spelling and written punctuation when forming your impression of this
work. You should not underline spelling and written punctuation errors.
For example, there should be no penalty for spelling errors in the following cases:
    (a) The bus was purpel.
    (b) I was so exited to be visiting New York.
    (c) I walked proudly up to the podium to recieve my prize
Or in the case of misused homophones:
    (d) The whether forecast is bad for tomorrow.
Or written punctuation errors in cases like the following:
    (e) When is the bus coming.
    (f) Isnt it cold today.
    (g) Seáns new car is fantastic.

                        General Indicators of Quality (Modified)
      Focus – To what extent has a candidate answered the question asked?
      Ideas – To what extent is higher-order thinking shown, complexity of ideas, originality
       of thought?
      Development – to what extent has a candidate explored ideas in depth including the use
       of supporting material?
      Coherence – to what extent has a candidate stayed on task and organised a response
       into a well-structured piece of writing, including the use of paragraphing, in a
       meaningful way?
      Expression – how clear and fluent is the candidate’s language? Is sentencing clear
       and coherent - are there grammatical errors?
      Register – to what extent is the candidate’s register/ tone / level of formal –
       informal language used, appropriate to the task?
      Creativity – where appropriate to the task, to what extent has the candidate
       demonstrated an ability to think and write creatively?
Question 1

  Quality of   Indicators:                                                      Mark
  Response                                                                      Range
                                                                                Ex 15
  High               Gives a clear explanation of why the game was             14 - 15
                      developed, suggests clear reasons as to why the game is
                      or is not useful to young people today
                     Develops ideas / thoughts
                     Uses the text to illustrate ideas
                     Clear and lively expression
                     Writing well organised
  Medium             Some loss of focus / lack of clarity                      9 - 13
                     Limited development
                     Some use of supporting ideas
                     Some flaws in expression
                     Writing organised in some respects
  Low                Struggles to focus, may not appear to understand          0-8
                      the question
                     Ideas undeveloped
                     Ideas unsupported
                     Many flaws in expression
                     Writing disorganised
Question 3

  Quality of    Indicators:                                                               Mark
  Response                                                                                Range
                                                                                          Ex 15
  High                  Analyses the effectiveness of the writer’s use of language by 14 - 15
                         exploring the impact of language choices made by the writer
                        Develops ideas / thoughts
                        Uses the text to illustrate ideas
                        Clear and lively expression
                        Writing well organised
  Medium                Some loss of focus / lack of clarity – deviates from language    9 - 13
                         analysis
                        Limited development
                        Some use of supporting ideas
                        Some flaws in expression
                        Writing organised in some respects
  Low                  Reasonably
                         Struggles to good
                                      focus,spelling
                                             may not and written
                                                       appear  to punctuation
                                                                  understand              0-8
                         the question
                        Ideas undeveloped
                        Ideas unsupported
                        Many flaws in expression
                        Writing disorganised

Question 4

   Quality of   Indicators:                                                               Mark
   Response                                                                               Range
                                                                                          Ex 20
   High                 Clearly states and develops two arguments proposing or           18 - 20
                         opposing the motion
                        High quality ideas and observations
                        Develops ideas / thoughts
                        Uses illustration effectively
                        Clear and lively expression / register appropriate to the task
                        Writing well organised
Medium             Some loss of focus                                               11 - 17
                      Limited development
                      Some use of supporting reference
                      Some flaws in expression - unconvincing
                      Writing organised in some respects
   Low                Struggles to focus, may not appear to understand the             0 - 10
                       task
                      Ideas undeveloped
                      Ideas unsupported
                      Many flaws in expression
                      Writing disorganised

Question 5

   Quality of   Indicators:                                                             Mark
   Response                                                                             Range
                                                                                        Ex 40
   High               Candidate offers a clear, fluent and sustained response          36 - 40
                       to the task
                      High quality ideas and observations
                      Develops ideas / thoughts
                      Uses illustration effectively
                      Clear and lively expression / register appropriate to the task
                      Writing well organised
   Medium             Some loss of focus                                               22 - 35
                      Limited development
                      Some use of supporting reference
                      Some flaws in expression - unconvincing
                      Writing organised in some respects
   Low                Struggles to focus, may not appear to understand the             0 - 21
                       task / lapses into summary
                      Ideas undeveloped
                      Ideas unsupported
                      Many flaws in expression
                      Writing disorganised
Question 6

   Quality of    Indicators:                                                       Mark
   Response                                                                        Range
                                                                                   Ex 20
   High                Candidate shows impressive descriptive writing skills in   18 - 20
                        creating character.
                       Original content / clever ideas
                       Clear and lively expression / fluency, variety
                       Writing well organised

   Medium              Some loss of focus on the task                             11 - 17
                       Some flaws in expression - unconvincing
                       Writing organised in some respects

   Low                 Struggles to focus, may not appear to understand the       0 - 10
                        task
                       Many flaws in expression
                       Writing disorganised

Question 8 (a)

   Quality of    Indicators:                                                       Mark
   Response                                                                        Range
                                                                                   Ex 30
   High                Candidate skilfully analyses the ways in which conflict    27 - 30
                        has a dramatic impact in two moments in their chosen
                        play
                       Candidate shows a good awareness of drama and
                        performance
                       Original content / clever ideas
                       Ideas well developed
                       Clear and lively expression / fluency, variety
                       Writing well organised
Medium              Some loss of focus                                             17 - 26
                       Candidate shows some awareness of drama and
                        performance
                       Limited development
                       Some use of supporting reference
                       Some flaws in expression - unconvincing
                       Writing organised in some respects
   Low                 Struggles to focus, may not appear to understand               0 - 16
                        the task / Drifts into summary
                       Candidate shows little or no awareness of drama and
                        performance
                       Ideas undeveloped
                       Ideas unsupported
                       Many flaws in expression
                       Writing disorganised

Question 8 (b)

   Quality of    Indicators:                                                           Mark
   Response                                                                            Range
                                                                                       Ex 15
   High                Candidate skilfully analyses the ways in which the             14 - 15
                        conflict in one of their chosen moments is resolved
                       Candidate appreciates the concept of resolution
                       Original content / clever ideas
                       Ideas well developed
                       Clear and lively expression / fluency, variety
                       Writing well organised

   Medium              Some loss of focus                                             9 - 13
                       Candidate only partially appreciates the concept of resolution
                       Limited development
                       Some use of supporting reference
                       Some flaws in expression - unconvincing
                       Writing organised in some respects
Low                Struggles to focus, may not appear to understand    0-8
                       the task / Drifts into summary
                      No appreciation of resolution
                      Ideas undeveloped
                      Ideas unsupported
                      Many flaws in expression
                      Writing disorganised.

Question 9

   Quality of   Indicators:                                                Mark
   Response                                                                Range
                                                                           Ex 15
   High               Candidate analyses aspects of the poem that would   14 - 15
                       make it suitable for dramatization
                      Original content / clever ideas
                      Ideas well developed
                      Uses supporting evidence effectively
                      Clear and lively expression / fluency, variety
                      Writing well organised
   Medium             Some loss of focus                                  9 - 13
                      Limited development
                      Some use of supporting reference
                      Some flaws in expression - unconvincing
                      Writing organised in some respects
   Low                Struggles to focus, may not appear to understand    0-8
                       the task / Drifts into summary
                      Ideas undeveloped
                      Ideas unsupported
                      Many flaws in expression
                      Writing disorganised
                   .
Assessment Task D 2

 Quality of Indicators:                                                    Mark Range
 Response                                                                  Ex 8
 High                Candidate adheres to the task and makes meaningful   7-8
                      observations about their own writing
                     Clear and lively expression
                     Writing well organised
 Medium              Candidate partially maintains a focus on the task    4-6
                     Some flaws in expression
                     Writing organised in some respects
 Low                 Candidate shows little understanding of the task     0-3
                     Many flaws in expression
                     Writing disorganised
Appendix 2 Note in relation to prescription 2018

The prescribed texts for 2018 are outlined in the relevant DES Circular. Any concerns you have in
relation to the validity of texts used by a candidate should be referred to your advising examiner.

When answering a question on studied texts, if a candidate uses a text that is not in line with the
texts prescribed for study in 2018, the candidate’s response should be marked out of the marks
allocated for that question and the result divided by two and rounded down.

e.g. Question 5: 40 marks
Examiner’s initial mark: 29
Divided by two: 14.5
Rounded down, final mark: 14
The initial mark should be placed in square brackets: [29]
The final mark should be circled and written below the initial mark: [29]
                                                                      14
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